Organizational learning is the process where an organization creates, retains, and transfers knowledge. It involves applying knowledge to achieve goals and learning from the outcomes. Organizational learning can occur at the individual, group, and organizational levels. Effective learning involves single loop learning from errors, double loop learning by changing strategies and assumptions, and deuterolearning to improve the learning system itself. Key elements that support organizational learning are a culture of continuous improvement, defined learning structures, intuitive knowledge processes, and supportive leaders.

1. KNOWLEDGE MANAGEMENT

2. ORGANIZATIONAL LEARNING
Organizational learning is the process of creating, retaining, and
transferring knowledge within an organization. An organization
improves over time as it gains experience. From this experience, it
is able to create knowledge.
Examples may include ways to increase production efficiency or to
develop beneficial investor relations.

3. ORGANIZATIONAL LEARNING
Learning
Act
Reflect
Conceive
As one can see, organizational learning is
based on applying knowledge for a
purpose and learning from the process &
outcome. Brown and Duguid (1991)
describe organisational learning as "the
bridge between working and
innovating." This once again links
learning to action, but it also implies
useful improvement.

4. UNITS OF LEARNING
Learning
Individual Group Organizational
Inter-
Organizational

5. ORGANIZATIONAL LEARNING THEORY
Argrys and Schon (1996) identify three levels of learning which may be present
in the organization:
• Single loop learning: Consists of one feedback loop when strategy is modified in
response to an unexpected result (error correction).
• Double loop learning: Learning that results in a change in theory-in-use. The
values, strategies, and assumptions that govern action are changed to create a more
efficient environment.
• Deuterolearning: Learning about improving the learning system itself. This is
composed of structural and behavioural components which determine how learning
takes place. Essentially deutero-learning is therefore learning how to learn.
Effective learning must therefore include all three, continuously improving the
organization at all levels. However, while any organization will employ single loop
learning, double loop and particularly deuterolearning are a far greater challenge.

6. ELEMENTS ORGANIZATIONAL LEARNING
CULTURE OF
CONTINUOUS
IMPROVEMENTS
DEFINED
LEARNING
STRUCTURE
INTUTIVE
KNOWLEDGE
PROCESS
SUPPORTIVE
LEADERS

7. APPROACHES TO ORGANIZATIONAL
LEARNING
There are two approaches to organisational learning.
• The first view looks at the firm as a whole and examines learning from a
cognitive perspective. In a way, the firm is treated like a large brain
composed of the individual members of the organization.
• The second view looks at learning as community based, where the firm's
practitioners create knowledge in their own networks called
communities of practice.

8. SOCIAL CAPITAL
Social capital is defined as “networks together with shared norms, values
and understandings that facilitate co-operation within or among groups”.
In this definition, we can think of networks as real-world links between
groups or individuals.
Social capital can also be viewed as an asset connected to a certain
position in the structure of exchanges that certain people or groups are
dependent on.

9. CHARACTERISTICS OF SOCIAL CAPITAL
Social capital provides benefits of relevance, timeliness
and trustworthiness of the information shared and used in
the network.
Social capital provides the benefits to influence and control
others, as well as to be free of others’ influence.
Repeated interaction among the same actors over time
accumulates trust and mutual obligations, i.e. social
solidarity.

10. KNOWLEDGE SHARING
Knowledge sharing can be described as either push or
pull. The latter is when the knowledge worker actively
seeks out knowledge sources while knowledge push is
when knowledge is "pushed onto" the user.
Knowledge sharing depends on the habit and willingness
of the knowledge worker to seek out and/or be receptive
to these knowledge sources.

11. EXPLICIT KNOWLEDGE
Explicit knowledge sharing can happen successfully when the
following criteria are met
Articulation: the knowledge provider can describe the information.
Awareness: the recipient must be aware that knowledge is available.
Access: the knowledge recipient can access the knowledge provider.
Guidance: the body of knowledge must be defined and differentiated into
different topics or domains so as to avoid information overload, and to provide
easy access to appropriate material. Knowledge managers are often
considered key figures in the creation of an effective knowledge sharing
system.
Completeness: the holistic approach to knowledge sharing in the form of
both centrally managed and self-published knowledge

12. TACIT KNOWLEDGE
Tacit knowledge sharing occurs through different types of
socialization. Relevant factors that influence tacit knowledge sharing include:
• Informal networks such as daily interactions between people within a
defined environment (work, school, home, etc)
• The provision of space where people can engage in unstructured or
unmonitored discussions, thereby fostering informal networks.
• Unstructured, less-structured or experimental work practices that
encourage creative problem solving, and the development of social
networks

13. EMBEDDED KNOWLEDGE
This knowledge can be shared in different ways, such as:
• Scenario planning and debriefing: providing a structured space to create
possible scenarios, followed by a discussion of what happened, and how it
could have been different.
• Management training
• Knowledge transfer: deliberately integrating systems, processes, routines,
etc., to combine and share relevant knowledge

14. CHARACTERISTICS OF KNOWLEDGE
SHARING

15. KNOWLEDGE SHARING BASED
INCENTIVE PROGRAM
Formal Incentives
• Incorporate sharing in personnel competencies
• Organize lunch presentations
• Create an inventory on what people want to be asked about
• "Send" people to conferences and ask for reports on the meetings
• Reward people for ideas that are picked up by others

16. KNOWLEDGE SHARING BASED
INCENTIVE PROGRAM
Informal Incentives
• Recognition / awards
• Allow people to publish stories (success and failure)
• Organize exhibition fairs / showcasing
• Invite people to talk about their work / write about their work in internal
media
• Stimulate people to take part in communities of practice
• Organize happy hours
• Invite all personnel to contribute to a new year plan for the organization

17. OBSTACLES TO KNOWLEDGE SHARING
• General lack of time to share knowledge, and time to identify colleagues in need
of specific knowledge
• Apprehension of fear that sharing may reduce or jeopardies people’s job security
• Low awareness and realization of the value and benefit of possessed knowledge to others
• Dominance in sharing explicit over tacit knowledge such as know-how and experience that
requires hands-on learning, observation, dialogue and interactive problem solving
• Insufficient capture, evaluation, feedback, communication, and tolerance of past mistakes that
would enhance individual and organizational learning effects
• Differences in experience levels
• Lack of contact time and interaction between knowledge sources and recipients
• Poor verbal/written communication and interpersonal skills;
• Age differences; gender differences; lack of social network; differences in education levels
• Lack of trust in people because they misuse knowledge or take unjust credit for it
Individual aspect

18. OBSTACLES TO KNOWLEDGE SHARING
• Integration of KM strategy and sharing initiatives into the company’s goals and
strategic approach is missing or unclear
• Lack of leadership and managerial direction in terms of clearly communicating the benefits and
values of knowledge sharing practices
• shortage of formal and informal spaces to share, reflect and generate (new) knowledge
• Lack of transparent rewards and recognition systems that would motivate people to share more of
their knowledge
• Existing corporate culture does not provide sufficient support for sharing practices
• Deficiency of company resources that would provide adequate sharing opportunities
• External competitiveness within business units or functional areas and between subsidiaries can
be high
• Communication and knowledge flows are restricted into certain directions (e.g. top-down)
• Hierarchical organization structure inhibits or slows down most sharing practices; and size of
business units often is not small enough and unmanageable to enhance contact and facilitate
ease of sharing.
Organizational aspect

19. OBSTACLES TO KNOWLEDGE SHARING
• Lack of integration of IT systems and processes impedes on the way people do
things
• Lack of technical support (internal and external)
• Unrealistic expectations of employees as to what technology can do and cannot do
• Lack of compatibility between diverse IT systems and processes
• Mismatch between individuals’ need requirements and integrated IT systems and
processes restrict sharing practices.
• Reluctance to use IT systems due to lack of familiarity and experience with them
• Lack of training regarding employee familiarization of new IT systems and processes
• Lack of communication and demonstration of all advantages of any new system over
existing ones.
Technological aspect

20. THANK YOU